`DOCUMENT RESUME

ED 112 991 - ( 4C.750;42,

. ...

AUTHOR Brow1, James.L... ' ,

k TITLE' -I Backgrounds and Characteristics df:New,Full-Time:,Community College _faculty Aember&:,

.

NOTE

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. Colleges; Degrees (Titles) ; Faculty Recrui-neni;*Junior Colleges; Questionnaires; *MeacherBackground; *Teacher Characteristics; *TeacherEducation; Teacher Placement

ABSTRACT-

positions. -Most individuals felt that previous work.experience wasthe most influential facto= in securing their job. A copy of thequestionnaire, is attached. (LO)

This^paper reports the results of an 11 itemquestionnaire designed to ascertain the personal characteristics andbackgrounds of newly-hired facultyin,the 19 state North Centralregion. Useable responses were obtained ftom.406- communityCollege faculty'who were hired for.tht 1- 973 -74 school year.Ninety-six percent were white, 57 percent, were male, and the vastmajority.(76 percent) were under 40 years of age. More than half wereteaching in allied - health, vocational-technical, or business-dataprocessing areai.:Seven percent held earned dOctorAtes, while another53 percent had completed workon.a master's degree; 'the'remainini 46percent had less forma,l'education,inCludng 34 individual4,who didnot have a bachelcir's degree. -prior contact with community collegs.was limited, although 42 percent held community college teachingcertificates. Nearly half of the' respondents indicated that theylearned of the position through tee grapevinee'and many others werecontacted directly by the college; formal, placei.ent offices andprograms were rarely cited as having played a role in obtaining the

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O S

I

Background's and Characteristics of New Full T ime

Community College Faculty Mem bers

Or GART,..,L.:J .14 A, TM

NA. CNA. NST TyiEA. ON

Ilythe fall of 1973, 250. questionnaires were sent through the

mail` to a corregp?gding number of community college deans of instruction .

in the nineteen state North Central region. One hundred and fifty-

five institutions. hired 579 new , full-time faculty members fbr the school

year 1973-74. Each faculty inembef was then sent a questionnaire;

however, eight were non-d eliverable. Thus the base number became

571. Four hundred rand forty-eight faculty members -(78.7%) returned

their' questionnaires.' Of these respondents, though forty two held

either part-time or non teaching positions. Therefore, he number

of usable questionnair.ts (new full-time faculty) was 406.

These newly hired faculty members taught in the following areas:

Business &eluding data proceving) sixty -four (I5.8%),; Humanities- .

(English , speech , mosleri,..languages-, 4music., art , theatre , library science ,

philosophy) sixty (14.8°), Allied Health (nursing-, raiology', dentistry,

clinical) eighty-six (21.2'0: Health , Physical Education , and Recreation

fourteen (3.5%). Natural Sciences (biology, chemistry, botany, physics,

physical science, math and engineering) thirty-siX (8.9%); Social

Sciences ('history, psychology, sociology, economics, government,I.

political science, child development , law enforcement, hOme economics)

fifty -four (13.3%); Guidance and Counseling - six (1.55); and Vocational %

(i . .. . .

Teehnioal (including agriculture) eighty-six (21.2%) . A

O Two hundred, thirty-two new faculty members were men (57.1%) .N.

The relatively' large percentage of women hired (42.9%' 1 reflected theC.) ",

.)\

p

.

`agrowth' af proRramt.; in the allied health and vocational-technical fields.

By age, 1'88 (46.3*:,':) ";weV'e 21-30.; 134 (33.'0%) were 31-40, forty-eight,

(1.1 were 41-50; thirty-four (8.4%) were 51-60, and only two (0.5%)

were ov.er . `With `regard to ethnic group, 390 (96.1%) were Caucasian

(White) six:. (A 1-53,) , were Black, two (0.5%) were Chicano (Mexican-American), .

four (0.99%) were Asian , two (0.5%) were Native Americah (American,

kiai.an),. and to (0.5ci,;) were Eskimos.

These facility members possessed a wide range of educational-;backgrounds. Two (0.5%) held only a certificate or a diploma, two

:

(0.5%) :had Completed no college hours, while twelve (3.0%) had completed

some, college hours but had not yet earned a degree. Two (0.5%) had

,darned' an associate's degree, sixleen (3.9%) had completed college

ttihours beyond the associate's degree. and fifty-sir (13.8%) had earned

only the baccalaureate degree. Seventy faculty members (17.2%) had

earned hours beyond the bachelor's degree but had not yet earned-

the- master's degree. Those wild had earned at least a master's degree0.

ea tor.

numbered eighty (19.7) while those who had earned hours beyond

the master's degree stood at 136 (33.5%) . Only tiko (0.5%) held 'a

specialist's degree; and twenty-eight (6.9%) had earned a doctoral .

degree . The hundred thirty-eight respondents (58.0%) had earned

their highest degree before 1972. 154 respondents (37.9%) had earned

their highest degree' since 1972, and fourteen respondents (3.5%) left

this item lank .

hen asked to indicate their most recent full-time employment

r to accepting their current teaching positions. the results were

as follows. business or industry non-teaching eighty (19.7°0; militarya

non-teaching two '(0.5 %,);, graduate teaching assistant forty-two

(10.3%); graduate Student no teaching) thirty-six (8.9%); elemntary

'school teaching four (u..99 %); secondary school teaching, twenty

(4.9%); community college teaching fifty-eight (14.3%); four-year-1.

college or university teaching forty-eight (11.8%) , and "other" 116

t,""

(28.6%) . Most of the respondents who checked this category were

faculty members in the allied health fields (sixty-one) . 'More than

half of them had either taught in hospital schools of nursing that had

since been discontinued.. (thirty-eight), were hospital staff nurses (seven),

oir71,

or were public health nurses (six) . Four respondents came from private

practice; three were in dental hygiene and one was in physical therapy .

Six new faculty members were 'former hospital staff ,members in recreation ,

dietetics, or radiology .

People with law enforcement backgrounds comprised the next,

largest group checking this category (ten). These teachers were,

for the most part . former policemen. Two of them,/ though, were former

directors of correctional institutions for boys. Other kinds of former

fiill-time employment' ..-included: wilderness school teaching (oh

.e) , military

, ,--,

tea.ching (six) ), day care center director (three) , federal government

work (five), vocational-technical teaching (four), community ccollege-

'administrator (one) , university administrator (one), and publig',,school

administrator (one). One respondent was a former housewife , one.

;

a public school librarian, and two indicated that they had in°, recent

full time .employment....' ,,,

Item nine on the questionnaire asked faculty members to indicate

1 Mr4,

N

0

how they had rearmed of their' present positions. The results are given

in Table I.

An analysis of the response, "other (please specify)," revealed

that forty-five respondents were contacted directly by the college;

this contact was made through either an administrator, or a department

head. Fokireteen new teachers answered newspaper ads to locate their

present posi'ions. Only three respondents found their positions th'rough

ads in professional orytechnical journals. Other sources utilized to

locate current teaching positions included. personal visits to campuses

(eleven), part-time teaching positions (six); advisement from graduate

school professors (four); and use of the AACJ.0 placement service (one) .

Prior contact with a ,communityrcollege was very limited among.

respondents. Only eight faculty members (19.7%) had ever been community

. college student~. Only sixteen faculty members (3.9%) had ever completed

c community college teaching internship, and only 104 respondents

(25.6':) had ever completed course work directly dealing with the community,

collie. One hundred seventy respondents (41.9%), thQugti,:held- a14

AI I* . , , .. / ,

II+

.: community C,'.011.-6gle teacliinglertifi.Qate while 182 (4,.5%) held a vocational. N.s, ' *4,

. ,.... ,.. ,cp..-4.- , .,. , ,:. . ,-. cey-t-tfv,..:ate" ..-..- ..

... .. ,. ,. ,.

.

ltrn. Moven on the" questionnaire then As4ed'irespondents to riat ,..., : : -." .,

a seR0-; of re-,ponses in terms of thOr- inikNitinc'in influencing them .

.tD'Wcept their present positions. The numeric genie was five- rriot .

*o n e 108;1 The results are presented in Table ..11.. 'M overwhelming.

re,-,ponse indicat,Nd in the category, "other, (pika.se specify)," can be.,..

tr,oselv defined as personal choice or personal reasons. More gran 100

respondents checked this category , and, the range of their' responses;

was great . Some of the reasons given included such statemnts ,as "I

enjoy teaching," "I wanted to return to teaching," or "I wanted to

try teaching." Other responses included: the challenge or development

of a new program, adherence to the community college philosophy of

education, or ,a chance for advancscment . Some, felt that community

college teaching was better than high school teaching (especcally with

regard to teaching loads). A few respondents mentioned the presence

of a husband-wife professional relationship.

The next largest group of responses was geographic location

(rwentv -eight ) Again, the range was great, with urban onyural setting

being mentioned most often. One respondent described his geographic

location as a "sportsmAn's paradise." Other given reasons included:

preference for a nine-month contract (five): two listed the size or

the insititution as important; availability of a head coaching position ..(three)

and opportunity to list the community college as a steppiQ4- stone to

university teaching (two).

l'he faculty 'questionnaire closed with two open-ended iiuestions.

The first one was "Why aid you choose to teach in a community college"

The reaponse given most often dealt with the curriculum of the college

(eighth seven), next, respondents indicated that they simply liked

sttidents (seventy sev( n) This response fit in well with the ,third

most commonly Mentioned reason*. agreement with the philosophy of

t he eonimunitV ty three) This philosophy is among other

4

i\.

things, heavily student oriented. Nearly as many people also indicated

«:it her a devotion to teaching or an interest in "trying out" the teaching

profession (sixty-two) These responses seemed to indicate the close

relationship between institution and individual in selecting a full-time

teaching position..

A large numbeP.ofyesponde,nts indicated that cbeir current positions

were obtained because they were the only ones available (fifty-six).

In other words, t-hey "desperately needed a job" and, thus, took the

first one that became available.A.It appears that the job market' for

,teachers is not very good regardless of level, or teaching speCialty,v

This situation seems especially grim for teachers in areas other than

business-related fields, allied health, or vocational- technical.

The third 1E,ixgest number of responses to this question dealt

with escaping..high school teaching. FOrty-two respondents specifically

indicated a distaste for teaching in a public high school. For them,

the community college provided an opportunity for advancement up

the educational ladder, since many had already earned at least a master's

degree. Twelve respondents felt that the community college was simply

A a stepping stone to a university teaching position .

The remaining responses to this questiop were diverse. For .

example, an equal number of faculty members mentioned salary advancement

and the opportunity to 'create or to innovate in new programs m community

college teaching (twenty one each). Other respondents mentioned new

facilities (thirty six), good wOrkang conditions (fourteen), the issue a

of academic fre vo) , and opportunities for professional advancement

(eleven). The loca of the college was mentioned thirty-six times,

this was usually with ard to a husband and/or wife's work schedule or

professional relationsh ier diverse responses included: less pressure

to earn a doctoral d ee (thirt ,n), obtaining tenure without a doctoral

degree (one), the lability of a aching positions (four); the lack CY.fii pressure

for resfearcn and pub cation (six), an the reputation of the college (tour).

The second op n-,:ended question w "What aspect of your background,

credentials, or qualifications, do you think was most influential in seething

your present position" Zhe most often mentioned aspect was prior work

experience. eitOr in education business, allied or vocational-technical

fields (263). Academic preparation was theseJcond most mentioned responseI

(188). Recommendations from former employers or professors in college

were the third most commonly listed response (sixty).

Other commonly listed reasons were; personal traits (e.g., industrious,

enthusiastic) (fifty nine). prior contact with the college (e.g. , an internship

in community college teaching, part-time teaching experience, or campus

visits for professional evaluation . (thirty-eight); flexibility in teaching specialties

or in teaching techniques or philosophies (.twenty -one); vocational or cummunity

lowcollege certification (twenty); sex (especially the hiring o omen because

of affirmative action) (twelve); professional affiliation (six), age (twelve) , ethnic( 4

group (five), or simply being in the right place at the right time (ten)..--

s/

// s

b

The data collected !rum- the faculty questionnaires revealed that

than torte two percent of all new teachers hired in 1973:74 taught

in the various allied he ilt11 ir vocation-technical programs,

this is 'iinother indication of boy rapidly these preograms are expanding

in community colleges in the North Central. region. It also indicates

how rapidly community colleges are moving away, from being merely

transfer -institution's . The, trend is definitely toward vocational-occupational

programs. which prepare students for almost immediate employment

after the completion of a one or two-year terminal Course of study.

With the growth of vocational-occupational programs has %come

ak increase rn the employment of women (42.9%) and an increase in

the (istimber" of new faculty members who held either no degree or something

0less than the baccalaureate degree (nearly 9%). More young teachers

were hired in ,1973 74; over ..;--eventy-six percent were undei! forty years

of age. Most new faculty members were whitdi (96.1%) , with other

ethnic groupshaving, but a small share of the total percentage hired.

,One of the most stable characteristics of community college faculty

members has always been the 'possession of at least a master's degree.

In this study , over fitly-three percent still had earned at least a master's

degree. The' stability of this characteristic is reinforced even by McDowell's

1918 study whieh revealed that nearly forty percent of his respondents

had earned pt least a mfNter's degree . In spite of its "past. stability ,*IS

though, the(, percentage has actually declined as reported in the 1968

I

7

through 1974 Phair studies of new faculty members in Cal.lf.zia community

leges,' His lowest reported percentage holding a master's deg*

was sixty -five percent in 1973-74. Even closer scrutiny of his work

reveals a steady deelinv in the percentage of master's. degree Holders

from ity 1968-69 and 1969-70 high of seventy-eight percent. Nearly

forty percent of new teachers had earned less than a- master's degree.

This figure is higher than any other study since Spncer's, 1969 report'.

Only, of all respondents in this study had earned a doctoral .

degree. This percentage has remained at seven percent for the past

twb years of Phair's studies; it has never been higher in any of his

studies. Wattenbarger's 1963 study D f Florida community college faculty,

members revealed a. national high of twelve percent . A 1969 NeW Englandef ti

study suggested that community college administrators avoided hiring

earned doctorate holders because they had to pay them more and because

they were generally more interested in nesearc.h-krid publication than

in classroom teaching.

r'With regard to former full- time employment , only fifteen percent

of the respondents came from public school teaching. This figure is-

considerably lower than Blocker's 1965 report of sixty percent butt.

only ~lightly lower than Phair's nineteen percent in 1972-73 ;3-

74. It does suggest a trend toward ho longer relying so heavi upon

the local public school systems for new teachers. The pePc5ilage

of new faculty coming from prior community 'college teaching was 14.3

percent . This is higher than the seVen percent reported by Siehr

I

ti

r

in Michigan COMM unity 'colleges but considerably lower than the thirty

one percent /eported in Phair',, 1073-74 study .

rhe percentage ot new faculty members aiming from four-year

college or university teaching was nearly twelve percent. This figure

very similar to that , found in other studies, except for the 1966 Birnbaum

reik)rt of New York faculty . He found that 43.2% of all community college

teachers, who participated in his study had come from this source.

The other highest reported percentage was eleven percent in Siehr's

1961 study . Another sizeable number of new teachers (19%) came directly

from graduate school, where they were either teaching assistants (10. )

or merely full time, students. This figure is more than double Phair's

1973 7.4 percentage (8n.,) However , a number of studies have revealed

even a higher percentage of new faculty members coming from this

source. For example, in 1969 Craig reported that twenty -four percent

of his faculty retivolidents hat' come from graduate school experiehces .

s /\The percentage of new teachers coming from business and industry

,

was nearly twenty percent . This compared favorably with percentage.

reported in other studies Only the i964 National Science Foundatio

revealed a higher percentage (67%) . Unfortunatoly, , Phair has noy

yet recorded data on this ,source. The figure will probably continue

to increase as enrollme,nts in vocational technical and business programs

also increase. The percentage of new faculty members corning from-,

military careers was only Not much data are available for purposes

of comparison here. 'In fact. onlyAMaulrs studies from 1961 through

1965 even recorded such information. Phair's studies are devoid of tia

this dat,i. even though California along, with Florida and 'I ex is.a

the greatest number of nr tit ary personnel in the country.

The one category hiving ti e greAtest number of responses to

the most recent full tirl, employMent item was "other (please specify) ."

(i.nly three previous even, contained such a gate gory and their

percentages were much lower than the present' 28:6%. Am analysis

of the responses to ,this category revealed that most of these new teachers

came from imor positions in nursing or in related allied health .fields.

,'10,,ing of many hospital schools of nursing and-the-I- opening of1

many ass(?ciatT degree' nursing programs in community colleges provided

most of these new faculty members . O'nly a- few came from private

pract ice.

The next largest number of responses came from new faculty

members in law enforcement area's Former policemen or administrators

of law trnforcement agencies have been hired to teach in recently develOped

progra_ms in law enforcement. The remaining responses came from

people with widel, diverse occupations:

school teachers, sand unempliVed people.

former housewives, wilderness

The most often Utilized method of finding teaching positions was

that of the "grapevine" or w rd of mouth. Nearly fOrty=six per ent

of all respondents reported learning of their present position through

this method. Formal notification of teaching vacancies at iversity

placement offices .of through commercial placement agencies wasi the

next most frequently mentioned method. Almost fiftee percent of all

.* 40

. S

-x.. . - 4 r.' *-.. 4 , ,,

4 '7.

respOnde,nfs' learned, of their -present positions through"' unsolicited letters4

v_ , A

.,

of application; only six percent learned of1thilt positions from ContactsY. ,

. ... . , . , - . . , ,

at pfofessional mbefings: ,iNt few respondents learned of their positions...

-, ..

through adS in pitofessiOnial or technical journals of in newtpapers.,..

0 1.2 ,,,, .. .Ot.heKg were directly cont'aCted by the college for employment:

...:

' *' 9 L7 i f

' , p

When asked. td rate certain items whdh were,,important to respondents.l .4.. , ' . . , . . . .

.. , ., . ,

in iniluerreing them to ageept. theft. present teaching.,postitions,, more ,. ..

.,,

than ,fifty-three, percent,

and working 'conditions.

of them trlaced, a high priority on gene-ital. atmosphere

.1

IA' -

of the college. The two tiems rihich werq ;,

.rated as bcing the least influential .were the proMotion and tenure policies_

:

I

. _

ry

,

ofhe college arid the fact that, they ' deperEitely needed a job..

. .

0,

i 4

7 . .

IP`

)

r

e

V

Table I %

.. . 7. ..c.

Sources LISed::6);_FaCUltriCjenthere to 1.(oei e'',../--Their,Peesent Teaching POsitidrrs.),,' .:'-.

. .. . . in Percentage)

Source Response-

.t... la.:.; I

College or uhiversity,placementcenter referral. . .

, .,

College or university placement,center vacancy bulletin

PrOfessional plac.ement.'agency..

'Professional meeting , :

Vacancy listing from professional(subject matter). discipline

..

Leiter of inquiry.

-

"Grapevine" -' ward of mouthy. '... .. .

State employrrient service

Other (pleae specify)-,"

w

.

.

Yes No

.

.

.

..

.

6.4

7.4

2.5

5 .'9

14.3

45.8..

0.5'

_.

33.0

.

,

:

.,.

.

.

.

.2,

.

1

.

93.6':

.'92.6

97:5

94.1

95.1

85.7.

54-.2

99.5

67io :-...,

.

.

.

.

.

.

-

Ita

V

1.

I

ob

r.

A

-I

. tter. -Effee,tifrenes 'of Viiriotis Items in Influencing 'Faculty

Members to Accept Their Present Positions,(in .percentage>

. - !4 .

.item' ,

-.). Importance t . 4

Salary .(.. s,

.

-.

--.

.

.

'.

.

.

.

.

.

,`

-

Least.. Most /.

.1. 2 '. 3 4 5

19.2

22.2

33,4

.

35.0

54.7

45.3

30..t,'dot

.

20.0.

1

29:6-

66.5 .

11.8

12.8

..

14.8

7-.4. .

.

17.7

8.9

j 9.9',

.

\31.5

25.6 .

23.2

16.8

12.8

18.2

27.1

t

,

16,3

24.6

22.7

18.2.

18.2 /I

8.4'

13.3

19.7

30.1

18.7

2.0.

12.3

16.3

11.3

14.$

16.

4.9

13.,8

. .

.23.7

.

13.3

29.1

Curriculum of, the college

',Other faculty 'members

Attractiveness of the local"community' . , .,_

Destlerate need .(or a job. .

Promotion and tenure policiesof,, the College .

-.1. ak.`e h i lo s Op hy of the college

ral atmosphere andGeneral1, working' condition& of

the..college_ _,.

Attitudes, procedures, ortechniques utilized bythe 'interviewing collage

-official.

Other (please specify)

. S;

'3.2

0 . 5

14.8

1.0

A ,

Bibliography,

Birnbaum, Robert. "Backgrounds and Evaltiation of Faculty in New York."

'junior College Journal, 37 'November, 1966), 34 -37.'

....../.'

BIo4er,.Ciylie E. "Are Our Faculties Comietentr/ Junior'College Journal, 36,(1965-66), 12-17..

, . .

/

I ..

Craig, Robert A. "Recrniehlerii And Retention of Teachers in peWly Established an

1 ,' Rapidly ExpandingCoalunity'Collegbs." Unpublished Doctoral Dissertation,

University of Missouri - Columbia, 1§69. . " ,.

,

Mena, Ray-C::: an We Get Enough Good Teachers?"'Junior ollege Journal, 34 (December, 1963), 3-7.

. ,

. . '. .

.-

. "The Biggest Prqblem: Finding Good Teachers."Junior /College Journal, 36 (December, 1965), 5-8.

O'Banion, Terry. Teachers for .Tomorrow. Tuc§on, Arizona:. The University of .

'Arizona Press, 1971. The data for the 111S McDowell Studandth 1964 ,

National Science Foundation Study are sound in this source. ,

Ohberg, M.H.G. "Hiring Junior College Faculty: Operational Priorities,

Social and Academic Presiures Add New Demands," 1971. ED 071 654.

. .

Phair,'Tom S. "Staffing atierns in California Community Colleges:

A 1972 Oyerview.l Sacramento; California: California Junior College__

Association, December 15, 1972,., Mimeo. Summary data forthe 1968-1971studies. are found in this source. i ,

1 y. "Staging,Patterns in CaliforniasCommunifY Colleges:

A1973-74 Overview." Sacramento, California: 'California Junior College

Association, January 8, 1974. Mimeo. ,. 1

e-Siehr, Hugo .E., John X. Jamrich and Karl T. Hereford. "Problems,cif New Facult

I.

"..:, Members in Community Collegeg." East Larthing, .ichigan State'Universiey, 1963.

ED 013 093.

t

Wattenbarger, James L. "Five Yearsof'Progress:iri 'Florida." Junior College

6.

.Journal, 34 (October,,1963),J6-18. .

,

.

i

ThE FACULTY QUESTIONNAIRE

. Department or-Division in which you'teach

la: Your teaching'speciaity

2. Are you employed as a full-time instructor? Yes-.(if no do not complete items 3 -14of thequestionnaire but return it in the self-' addressed, stamped envelop *

3. Sex:

4: Age:,

.

Male Female

21230

Z If.:--

31-40

S1-60

Over 60

Ethnic Group:

Caucasian

B lack.'

C hicano '

. Asian 415,,

_,.

, . - ,. CD

Native American (Ar.e,ricari I

..' i' 4- , : .

.,.. Other' (Please spe.cify;

.

. .

, , '16. Educational Background:.,

4:

ITa (.4 1

aAssociate's degi,ee only

\More than 4

s

Associate's bUt less thdn a Bachelor's degtee

, Bachelor:-Oetree only.

. -:.

. %-,

,,, .-. ..-....,

. Babelorl degree plus hours

, ,

Certificate ox cliploma

No. college hours earned

Some earned hours but less than an Associate's degree

' 16

please specify.

,

%

I

4-.7

Master's degree only

Master's degree plus hOurs

pecialist's degree

Earned Doctorate

.7. Vh!.your most recent' degreeearned?

before 1972

1972-73

;

'.

1

8. Most recent full-time emplOyment pfior to_piesent position:

Business 'or industry non-teaching 1sC .

Militarynon-teaching

Graduate teaching assistant.-,.

Graduate\

student (no teaching)

Hementary school teaching 'y, ...

. 0 .

Secondaryschool teaching ., .

t ..

1.Comxlmity college teachin;* - e%

. t.

%

.....4,e,

. .,4

, .

,Four year college or 4Riversity teaching -,, If-

,

.

Other (Please specify).**

9. How did you learn of your present position? (Check as many as are ,

.applicable)

I

College of university placement 'center' referral

College or university placement center vacancy bulletin

Commercial placement agency

Professional meeting

Vacancy liing from your,prolssional (subject matter) -discipline

Letter of inquiry

"Grapevine - word of mouth

State employment service.

.Other (Please specify)

: ., -!.1.;: j,v . - :: ... ''' .:: -

i . X . .-:: -. -.t ..,... A ,:

. ex:. ,,,T --VI or'. ,-- tr ." ..-

. ,,.........70:. 7 A..., ..14 .4AL. 4 .4.4.. 4

, ....

-4.-24. Al..414iLk_' ' .:'.7 ;', --- :.s F... ,t1-0,t_ :12,1-4 you attend a community coileg4 as 'fi studen? :Yes No

- - i P. :;le

.._ ii.---- .-.4. ,,i5rd ,y,bu cOmplete; a teaching internship in aI .., ....- .._ . . .

_------, <Wes__, community college?

k

'- %.

.._ . .

°4 . (:., Have. you ever completed a coursein .the.-

philosophy and/or history of the community'

coIle,4e? ' Yes.6

11. Rate the followiryg items in terms of tieir Importance' in. influencing,you to take your/present-position:.(5-most,

. I

S 4 3 ,2 1 Salary

5 4 3 2 1 Curriculum of the college

5 4 3 2 1. Other faculty membersI

N\ -..

.5 4 3 2 1 Attractiveness of the lcital c'ommunity'74.- I

._.,..

-.5 4 3' 2 l Desperate need for a job ., .' . ..

5 rao43 2 '1 ,. Pto vton and tenure policies. . , . ._.0 , c )

- . Ik.,,,

, . . 15 4 3 2 1 1Philos-ophy' of the institution a

.

5 4 3 2 1 General atmosphere andworkingcondiadns of -the cbllege.... .: . .

...5 4' 3 2. 1. At, itudes, procedures, or tecli14ques 'utilized by the -.

I; :.,! interviewing college official!.. -tk,

5, 4 '3 2 1 Other (Please specify), a,

12.

..Do yoU have a comity college teaching certificate? Yes No

.s.s.

Are you vocationally - :certified? Yes No

. 13., Why did you choose- to teach' ih a community college?

--

.

4

...

.

: ... ...9ii1 7

'. - 14. What aSpect ofyour bacl:gr Ind' , crifilentialst or .qualtfications, do

..,.

...you illinki was most influential in securing your present pOsition?.1. __ >:

...--., .

. ,...

c

C

4

r

1

1

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J.-,

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0

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I

"UNURSITY OF CALIF,LOa ANGELES .

NOV 14 1975

CLEARINGHOUSE FOR, ,JUNIOR COLLEGES